“Holographic” pyramid: conceptual errors and didactic potential

Allusion to holograms is identified in different contexts to refer to different devices and shows, like the images displayed by the pyramids “holographic”. However, as we pointed out in this article, the images displayed by these pyramids, besides not being holograms in fact, are just two-dimensional images. We identified, however, a rich didactic potential in “holographic” pyramids for the teaching of Physics, especially when we consider the transition from the student's naive curiosity to epistemological curiosity and the teaching of certain concepts of optics and mathematics. Therefore, we built a quadrangular pyramid using acrylic plates and we made discussions about their operation. Through this article, we hope, among other things, to promote the critical awareness of teachers and students in the face of technological artifacts in constant changes around them, especially those considered as holograms.

在不同语境中，“全息”一词常被用于指代各类设备与展示效果，例如那些被冠以“全息”之名的金字塔所呈现的图像。但正如本文所述，这类金字塔所呈现的图像实际上并非全息图像，而仅为二维图像。不过，我们发现这类“全息”金字塔在物理教学中具备丰富的教学潜力，尤其是在引导学生从初始的天真好奇转向认识论层面的好奇，以及用于讲解光学与数学相关概念的场景中。为此，我们采用亚克力板材制作了一个四棱金字塔，并对其工作原理进行了探讨。通过本文，我们除达成其他目标外，还希望推动教师与学生对身边不断更迭的技术人工制品（尤其是那些被视作全息设备的产物）树立批判性认知。